Warm Up Determine which class you would prefer to be in, and explain why in 3-5 sentences Class A: Ms. Foster believes that students should help to make the classroom rules. The class votes on such rules as whether they can chew gum in class, eat in class, leave their seats whenever they want, speak without raising their hands, and wear hats in class. Students also vote on the punishments for breaking any rules. Class B: Ms. Kobe sets the rules for the class. The rules are quite strict. Students may not chew gum or eat in class. They cannot leave their seats unless they raise their hangs and ask permission. No hats are allowed. Students may not talk when Ms. Kobe is giving a lesson. Ms. Kobe also has strict punishments. If a student breaks any rule, they must spend one hour after school cleaning the classroom.

Athens V. Sparta

Learning Target I am learning about whether Sparta or Athens was a more desirable city-state to live in. Success Criteria: Describe Athenian and Spartan government, economy, education, and treatment of women/slaves Compare and contrast life in Athens and Sparta Determine which was a more desirable city-state to live in, and justify that decision

Key Vocabulary Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible Example Hitler and Mussolini Democracy: a form of government in which the ruling power is shared by all citizens

You have explored the roots of two political systems: totalitarianism and democracy Both forms of government exist in the modern world, but the roots for each can be found in ancient Greece

Life in two city states- Comparing two city- states Read 27.1 and 27.2 Which city state do you think was a better place to live in Ancient Greece? Life in two city states- Comparing two city- states Read 27.1 and 27.2

A Sparta B Athens

Reflection Athens Sparta Determine which class you would prefer to be in, and explain why in 3-5 sentences Class A: Ms. Foster believes that students should help to make the classroom rules. The class votes on such rules as whether they can chew gum in class, eat in class, leave their seats whenever they want, speak without raising their hands, and wear hats in class. Students also vote on the punishments for breaking any rules. Athens Class B: Ms. Kobe sets the rules for the class. The rules are quite strict. Students may not chew gum or eat in class. They cannot leave their seats unless they raise their hangs and ask permission. No hats are allowed. Students may not talk when Ms. Kobe is giving a lesson. Ms. Kobe also has strict punishments. If a student breaks any rule, they must spend one hour after school cleaning the classroom. Sparta

Warm Up Which is more important to a civilization… brains or brawn (physical strength)? Explain

Athens V. Sparta

Learning Target I am learning about whether Sparta or Athens was a more desirable city-state to live in. Success Criteria: Describe Athenian and Spartan government, economy, education, and treatment of women/slaves Compare and contrast life in Athens and Sparta Determine which was a more desirable city-state to live in, and justify that decision

Key Vocabulary Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible Example Hitler and Mussolini Democracy: a form of government in which the ruling power is shared by all citizens

Athens vs Sparta Recording Sheet Athens (page 71) Pros Cons Government (page 261) Economy (page 262) Education (page 263) Women/Slaves (page 264) Sparta (page 72) Pros Cons Government (page 265) Economy (page 266) Education (page 267) Women/Slaves (page 268)

Athens vs Sparta Research Of more than 300 Greek city-states, Athens and Sparta were the most powerful. Yet these two city states were huge rivals and had very little in common. This exercise will allow you to research, organize and articulate specific arguments and evidence in a formal debate based on the question: Which city state was more desirable, Athens or Sparta?

Division of Teams You are being divided into 2 groups: one representing ATHENS and the other representing SPARTA. Once in small groups, you will research that society according to one of the selected topics below. Remember, you are encouraged to investigate the strengths and weaknesses of your opponents’ society as well as the strengths and weaknesses of your own. Each group will have to read about and record info about the following of your assigned city: Government Economy Education Women and Slaves Resources: https://docs.google.com/document/d/1hLXbQ_Yli6yB3pXOyoy-9aFXpx_wkPEZvj-pvJxFSns/edit http://www.pbs.org/empires/thegreeks/educational/lesson1.html http://www.socialstudiesforkids.com/articles/worldhistory/athenssparta.htm http://plaza.ufl.edu/tlombard/spaeducation.html http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/ http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/sparta/ http://www.opschools.org/webpages/opmslmc/index.cfm?subpage=18256

Remember… PRO – you will be reading about your city-state, and debating everything that was good about them CON – you will be reading about the other city-state, and debating everything that was bad about them

Processing What do you think life would be like in the opposite city- state that your researched?

Warm Up What do you think life would be like in the opposite city- state that your researched?

Sparta vs Athens Debate Prep

Learning Target I am learning about whether Sparta or Athens was a more desirable city-state to live in. Success Criteria: Describe Athenian and Spartan government, economy, education, and treatment of women/slaves Compare and contrast life in Athens and Sparta Determine which was a more desirable city-state to live in, and justify that decision

Key Vocabulary Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible Example Hitler and Mussolini Democracy: a form of government in which the ruling power is shared by all citizens

Task Once in debate groups, you will research your society according to selected topic. You are encouraged to investigate the strengths and weaknesses of your opponents’ society as well as the strengths and weaknesses of your own. Please see additional resources that Mrs. Law has provided

Task With your group, you need to set up the Debate Topics. Remember, groups should use the strongest arguments and evidence during debates. This should be organized in a FACT SHEET that each student must complete for individual mark and debate mark. Use Chapter 27 to help you answer the following: Opening statement Who had the better GOVERNMENT? Who had the better ECONOMY? Who had the better EDUCATION? Who treated their WOMEN/SLAVES better? Closing statement

Athens / Sparta Debate Fact Sheet Homework IF you have not finished your fact sheet, each student must complete his/her own fact sheet and submit it on date of debate to participate! Complete the chart with your research for your arguments and evidence. THIS SHOULD BE ON YOUR OWN and SHOULD BE DIFFERENT THAN YOUR PARTNER/GROUP MEMBERS!

Argument Evidence + Source   Other:

Warm Up You will need to answer the following but…YOUR ROLE HAS BEEN SWITCHED! Opening statement Who had the better GOVERNMENT? Who had the better ECONOMY? Who had the better EDUCATION? Who treated their WOMEN/SLAVES better? Closing statement

Sparta vs Athens Debate

Learning Target I am learning about whether Sparta or Athens was a more desirable city-state to live in. Success Criteria: Evaluate the rights and roles of citizens in Sparta vs Athens Compare and contrast life in Athens and Sparta.

Key Vocabulary Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible Example Hitler and Mussolini Democracy: a form of government in which the ruling power is shared by all citizens

Task During debates, each student must explain at least ONE argument pertaining to his/ her topic and offer challenges or rebuttals to opposition. All students must be prepared to defend their position against their opponents.

Debate Structure TOTAL = 17 minutes

Athens vs Sparta Recording Sheet During the debate, add additional information to each side Positive Negative Government (261) Economy (262) Education (263) Women/Slaves (264) Sparta Positive Negative Government (265) Economy (266) Education (267) Women/Slaves (268)

Post Debate After debate is complete, you are to reflect and report on your opponents’ strongest arguments / challenges / rebuttals.

Processing Which city-state was a better place to live (Athens and Sparta), and why?

Processing Could the city-states of Athens and Sparta ever work together? why?